Transcript Document
19 August 2014 1. What is this graph saying? 2. What can you infer about the data presented?
3. Are there things that this graph is missing?
4. Draw a second graph that illustrates the data differently.
Types of Graphs
Rap Classical Rock Alternative Tecno Trip hop Country
Histogram
20 August What is Science?
1) What is science and what is it not? Working in groups of 2 or 3, determine what is and is not science by writing a few paragraphs outlining your arguments – Give specific examples of what is and is not science and why.
2) Invent an experiment you could do based on data you would like to collect or observations you have had.
Develop a hypothesis
detail as you can how you would collect the data.
and describe in as much List the Independent Variables, Dependent Variables, Controls for your hypothetical experiment
22 August Define these words (they are not in your vocab packet): Truth Verification Falsification Proof
22 August Hypothesis
After
having thoroughly researched your question, you should have some educated guess about how things work. This educated guess about the answer to your question is called the hypothesis.
The hypothesis must be worded so that it can be tested in your experiment. Do this by expressing the hypothesis using your independent variable (the variable you change during your experiment) and your dependent variable (the variable you
observe-changes in the dependent variable depend on changes in the independent
variable). In fact, many hypotheses are stated exactly like this: "If a particular independent variable is changed, then there is also a change in a certain dependent variable."
"If I open the faucet [faucet opening size is the independent variable], then it will increase the flow of water [flow of water is the dependent variable] because?????
"Raising the temperature of a cup of water [temperature is the independent variable] will increase the amount of sugar that dissolves [the amount of sugar is the dependent variable] because???????
"If a plant receives fertilizer [having fertilizer is the independent variable], then it will grow to be bigger than a plant that does not receive fertilizer [plant size is the dependent variable] because???????
If mammalian weight is influenced by the quantity of sugar we eat, and if we give 50 mice three different types of liquid, four times a day for 8 weeks, each with a different amount of simple sugars (G-Cola, water, orange juice), then the weight of each the mice receiving the highest quantity of sugar will gain the most weight.
H 1 (hypothesis) H o (null hypothesis – retains the status quo) There will be no change in weight between the different drinks.
Practice writing a hypothesis.
Most of the time a hypothesis is written like this: "If _____[I do this] _____, then _____[this]_____ will happen.“ Your hypothesis should be something that you can actually test, what's called a testable hypothesis. In other words, you need to be able to measure both "what you do“ and "what will happen“.
Homework due – 24 Aug, submit through turnitin.com. Click on the “Practice” assignment and up load the document Two people who were important to developing the modern meaning of science were Karl Popper (1902 – 1994) and Thomas Kuhn (1922 – 1996). Do a search for their work and thoughts on science, what science means, and how science should be done. There has been a lot written by them and about them. You will have to cite three references (web page and author) in the ALA format.
Your work should be about a 500 words or so, not including your literature citations.
Citation Example. European Space Agency. 2008. ESA: Missions, Earth Observation: ENVISAT. [Online] Available from: http://envisat.esa.int/ [Accessed 3rd July 2008].
25 August
Chapter 34
Reproduction and Development
Review the following pages: 788 through 792. Know the male and female reproductive parts You do not have to memorize the menstruation cycle.
Vocabulary:
Fertilization – Zygote – Implantation – Embryo – Fetus – Placenta – Trimester –
Study Guide Questions
Page 339 – questions 1 – 5 Page 340 – questions 6 – 8 Page 343 – questions 1 – 3 Page 344 – questions 4 – 8 Page 346 – questions 7 – 15
26 August Continue working on these pages and definitions.
Vocabulary:
Fertilization – Zygote – Implantation – Embryo – Fetus – Placenta – Trimester –
Study Guide Questions
Page 339 – questions 1 – 5 Page 340 – questions 6 – 8 Page 343 – questions 1 – 3 Page 344 – questions 4 – 8 Page 346 – questions 7 – 15
The female reproductive system produces ova.
There are two main functions of the female reproductive system.
produce ova, or egg cells provide a place where a zygote develops
fallopian tube ovary urinary bladder uterus cervix rectum vagina
The male reproductive system produces sperm.
There are two main functions of the male reproductive system.
produce sperm cells deliver sperm to the female reproductive system
urinary bladder vas deferens seminal vesicle penis urethra epididymis scrotum testis rectum
fallopian tube egg cell egg released 5 to 7 days to uterus follicle ovary uterus corpus luteum uterine wall
The fertilized egg implants into the uterus and is nourished by the placenta and umbilical cord.
• The zygote becomes a blastocyst and implants in the uterus.
blastocyst blastocyst uterine wall Implantation of blastocyst
The blastocyst becomes an embryo.
• Embryonic membranes protect and nourish the embryo.
– amniotic sac cushions embryo; protects from sudden temperature changes.
– placenta connects mother and embryo; allows exchange of gases, nutrients, and wastes.
placenta umbilical cord uterus amniotic sac
– umbilical cord connects embryo to placenta; 2 arteries and 1 vein allow exchange of gases, nutrients, and wastes .
28 August
Chapter 30
Respiratory and Circulatory Systems
Vocabulary:
Cardiovascular system (know the four chambers of the heart – how does our blood move in the heart?) Systolic pressure Diastolic pressure Blood pressure
Study Guide Questions
Page 301 – questions 1 – 5 Page 302 – questions 6 – 7 Page 303 – questions 1 – 2 (skip parts A and B) Page 304 – questions 3 – 5 Page 305 – questions 1 – 5 Page 307 – question 2
3 September
Chapter 30
Respiratory and Circulatory Systems
Vocabulary:
Cardiovascular system (know the four chambers of the heart – how does our blood move in the heart?) Systolic pressure Diastolic pressure Blood pressure
Study Guide Questions
Page 301 – questions 1 – 5 Page 302 – questions 6 – 7 Page 303 – questions 1 – 2 (skip parts A and B) Page 304 – questions 3 – 5 Page 305 – questions 1 – 5 Page 307 – question 2
Things that effect your blood pressure Blood pressure is the measure of the force of blood pushing against blood vessel walls. The heart pumps blood into the arteries (blood vessels), which carry the blood throughout the body. High blood pressure, also called hypertension, is dangerous because it makes the heart work harder to pump blood to the body and contributes to hardening of the arteries, or atherosclerosis, and to the development of heart failure.
What Causes High Blood Pressure?
The exact causes of high blood pressure are not known, but many factors and conditions may play a role in its development, including: • • • • • • • • • • Smoking Being overweight or obese Lack of physical activity Too much salt in the diet Too much alcohol consumption (more than 1 to 2 drinks per day) Stress Older age Genetics Family history of high blood pressure Chronic kidney disease/Adrenal and thyroid disorders
!! Know the parts and function of the heart !!
• The heart has four chambers: two atria, two ventricles.
• Valves in each chamber prevent backflow of blood.
left atrium right atrium left ventricle right ventricle
• Muscles squeeze the chambers in a powerful pumping action.
•
The respiratory system is where gas exchange occurs.
– picks up oxygen from inhaled air – expels carbon dioxide and water
sinus nose mouth epiglottis trachea lungs
The respiratory system moves gases into and out of the blood.
• • • The lungs contain the bronchi, bronchioles, and alveoli. Millions of alveoli give the lungs a huge surface area.
The alveoli absorb oxygen from the air you inhale.
alveoli bronchiole
•
Gas exchange occurs in the alveoli of the lungs. Oxygen and carbon dioxide are carried by the blood to and from the alveoli.
–
oxygen diffuses from alveoli into capillary
–
oxygen binds to hemoglobin in red blood cells
–
carbon dioxide difuses from capillary into alveoli
ALVEOLI GAS EXCHANGES capillary alveolus Co 2 diffuses into alveolus.
co 2 o 2
O 2 diffuses into blood.
capillaries
Air inhaled.
Muscles contract and rib cage expands.
Diaphragm flattens and moves downward.
Air exhaled.
Muscles and rib cage relax.
Diaphragm relaxes and rises.
!! Know the parts and function of the heart !!
• The heart has four chambers: two atria, two ventricles.
• Valves in each chamber prevent backflow of blood.
left atrium right atrium left ventricle right ventricle
• Draw the chambers of the heart – from the body, to the heart, to the lungs, to the heart, back to the body.
!! Understand what causes high blood pressure and how it is measured !!
•
Blood pressure is a measure of the force of blood pushing against artery walls.
– systolic pressure: left ventricle contracts – diastolic pressure: left ventricle relaxes • High blood pressure can precede a heart attack or stroke.
What Is "Normal" Blood Pressure?
A blood pressure reading has a top number (systolic) and bottom number (diastolic). The ranges are: Normal: Less than 120 over 80 (120/80) Prehypertension: 120-139 over 80-89 Stage 1 high blood pressure: 140-159 over 90-99 Stage 2 high blood pressure: 160 and above over 100 and above High blood pressure in people over age 60: 150 and above over 90 and above People whose blood pressure is above the normal range should consult their doctor about steps to take to lower it.
The respiratory and circulatory systems work together to maintain homeostasis.
•
The circulatory system transports blood and other materials.
–
brings supplies to cells
–
carries away wastes
–
separates oxygen-poor and oxygen-rich blood
•
Circulatory diseases affect mainly the heart and the arteries.
– artery walls become thick and inflexible – plaque blocks blood flow in arteries
4 September Chapter 29 Vocab Define the following terms: Nervous system – Endocrine system – Central Nervous System (CNS) – Peripheral Nervous System (PNS) – Brain stem – Cerebrum – Cerebellum – Corpus callosum – Thalamus – Hypothalamus – Pituitary gland – Hippocampus – Study Guide, Page 296 - #s 3 & 4 Feed your brain, eat things with omega-3 & omega-6 fatty acids
What is So Special About The Human Brain https://www.ted.com/talks/suzana_herculano_houzel_what_is_so_sp ecial_about_the_human_brain
Meninges - three membranous envelopes that surround the brain and spinal cord
The nervous and endocrine systems have different methods and rates of communication.
The nervous system works quickly, using chemical and electrical signals.
– interconnected network of cells – signals move through cells – divided into central nervous system (CNS) and peripheral nervous system (PNS) nerves spinal chord
The CNS processes information.
The brain has three parts. – cerebrum controls thought, movement, emotion – cerebellum allows for balance – brain stem controls basic life functions
Brain stem midbrain pons medulla oblongata
The nervous system (in yellow) controls thoughts, movement, and emotion.
The endocrine system (in red) controls growth, development, and digestion.
The nervous system
You do not have to know these structures, only the basic function of the nervous system.
http://en.wikipedia.org/wiki/File:TE-Nervous_system_diagram.svg
You do not have to know these structures, only the basic function of the endocrine system.
Neurons are highly specialized cells.
A neuron has three parts.
cell body has nucleus and organelles 1 Cell body
Neurons are highly specialized cells.
A neuron has three parts.
cell body has nucleus and organelles – dendrites receive impulses 2 dendrites
Neurons are highly specialized cells.
A neuron has three parts.
cell body has nucleus and organelles – dendrites receive impulses – axon carries impulses 3 axon
Neurons have other structures to transmit signals.
– synapse synapse
An action potential is a moving electrical impulse.
– It is generated by a stimulus.
– Na + enters, and cell becomes positively charged.
– K + leaves, and area of positive charge moves.
area of detail
A chemical signal passes between neurons.
– Impulse reaches terminal.
impulse
A chemical signal passes between neurons.
– Impulse reaches terminal.
impulse
A chemical signal passes between neurons.
– Impulse reaches terminal.
– Neurotransmitters released into synapse.
A chemical signal passes between neurons.
– Impulse reaches terminal.
– Neurotransmitters released into synapse. – Neurotransmitters stimulate next cell.
synapse impulse vesicles neurotransmitter receptor
The brain stem has three parts.
– midbrain controls some reflexes – pons regulates breathing – medulla oblongata controls heart function, swallowing, coughing
midbrain medulla oblongata pons
Pituitary gland Temporal lobe
Frontal lobe Hippocampus Pituitary gland Temporal lobe Pons Medulla oblongata Parietal lobe Corpus Callosum Occipital lobe Midbrain Cerebellum Spinal cord
Myelin, the protective sheath that covers communicating neurons, is composed of 30% protein and 70% fat. One of the most common fatty acids in myelin is oleic acid, which is also the most abundant fatty acid in human milk and in our diet.
Monosaturated oleic acid is the main component of olive oil as well as the oils from almonds, pecans, macadamias, peanuts, and avocados.
Joseph R. Hibbeln, M.D., and Norman Salem, Jr., Ph.D., concluded in 1995 that the "relative deficiencies in essential fatty acids may also intensify vulnerability to depression."
http://www.brainfacts.org/sensing-thinking-behaving/learning-and memory/articles/2011/synaptic-plasticity/ % brain of total body weight (150 pound human) = 2% Average brain width = 140 mm Average brain length = 167 mm Average brain height = 93 mm Average number of neurons in the brain = 86 billion Number of neurons in octopus brain = 300 million (from How Animals See, S. Sinclair, 1985) Number of neurons in honey bee brain = 950,000 (from Menzel, R. and Giurfa, M., Cognitive architecture of a mini-brain: the honeybee, Trd. Cog. Sci., 5:62-71, 2001.) The brain is the center of the human nervous system, controlling our thoughts, movements, memories and decisions.
With evolution, the human brain has become more and more complicated, many of its interesting properties are still not well understood by scientists.
Most strokes result from a blood clot in the brain that blocks the local blood supply, this causes the damage or destruction of nearby brain tissue and a wide range of stroke symptoms.
The Brain https://www.youtube.com/watch?v=kMKc8nfPATI&list=TL4F-kfWX7_OsbaRx0PI9b4tjVYKltvjIq
9 September
Chapter 31
Immune System and Disease
Vocabulary:
Immune system – Active immunity – Chronic disease – Immune response – Specific/Non-Specific response – Vaccine – Antibiotic resistance –
Study Guide pages
Page 314 – Entire page Page 317 - #s 1 & 4 Page 318 - # 10 Page 320 - #s 9, 10 & 12 Communicable disease – Communicable diseases, also known as infectious diseases or transmissible diseases, are illnesses that result from the infection, presence and growth of pathogenic (capable of causing disease) biologic agents in an individual human or other animal host – pages 752 – 753.
Number
Germ theory states that microscopic particles cause certain diseases.
Germ theory proposes that microorganisms cause diseases.
proposed by Louis Pasteur led to rapid advances in understanding disease
• Koch’s postulates support the theory.
Disease-causing agents are called pathogens.
Hemorragic fever
Key facts
• • • • • • Ebola virus disease (EVD), formerly known as Ebola haemorrhagic fever, is a severe, often fatal illness in humans.
EVD outbreaks have a case fatality rate of up to 90%.
EVD outbreaks occur primarily in remote villages in Central and West Africa, near tropical rainforests.
The virus is transmitted to people from wild animals and spreads in the human population through human-to-human transmission.
Fruit bats of the Pteropodidae family are considered to be the natural host of the Ebola virus.
Severely ill patients require intensive supportive care. No licensed specific treatment or vaccine is available for use in people or animals.
World Health Organization http://www.who.int/mediacentre/factsheets/fs103/en/
There are different types of pathogens.
Bacteria are single-celled organisms. cause illness by destroying cells release toxic chemicals
Viruses are genetic material surrounded by a protein coat.
– force host cells to make more viruses – very small
Protozoa are single-celled organisms.
– use host cells to complete their life cycles – take nutrients from host cell
Parasites are multicellular organisms.
– grow and feed on a host – possibly kill the host
Pathogens can enter the body in different ways.
• Pathogens can be transferred by direct or indirect contact.
• Indirect contact does not require touching an infected individual.
– touching an infected surface – breathing in infected air
• Vectors carry a pathogen and transmit it into healthy cells. Direct contact requires touching an infected individual. Includes: •
Kissing
•
sexual intercourse
tick
Many body systems protect you from pathogens.
The immune system is the body system that fights off infection and pathogens.
Many other tissues and systems help the immune system.
Skin is a physical barrier to infection.
Mucous membranes trap pathogens entering the body.
The circulatory system transports immune cells.
Antibiotic resistance can cause medicines to become ineffective.
– Some bacteria in a population have genes that make them immune to antibiotics.
– These bacteria spread the gene, making the antibiotics useless.
A bacterium carries genes for antibiotic resistance on a plasmid.
A copy of the plasmid is transferred through conjugation.
Resistance is quickly spread through many bacteria.
Vaccines artificially produce acquired immunity.
Vaccines also control pathogens and disease.
given to prevent illness contain the antigen of a weakened pathogen
11 September 1) Take a few moments and
write down
what your note taking style is and how you study for exams.
2)
Then
, reflect on how you could change, modify or improve the way you study to make the best grades possible.
If you wish, use these websites to help you learn how your brain perceives the world and identify the way you may learn best.
NC State https://www.engr.ncsu.edu/learningstyles/ilsweb.html
http://www.campusexplorer.com/college-advice-tips/C6CA1844/Top-10-Study-Skills for-High-School-Students/
Three of the most creative minds of the twentieth century were involved with the same subject. John Dewey, working at the century's turn, refined and elaborated the Pragmatism of Charles Peirce. This was a philosophy of science built on Hume's work which gradually won out over the last vestiges of the older Realism once so valiantly defended by Bertrand Russell. With the help of Karl Popper, in early mid-century, an updated version of Dewey's approach eventually challenged the previously popular Logical Positivism as well. Popper extended and refined this new perspective by providing insights on how scientific knowledge accumulates through a process akin to natural selection. Thomas Kuhn has expanded on it also -- showing how science, as a social endeavor, follows a path marked not by an even continuity of small steps, but by great leaps forward interspersed with plateaus.
Four Steps to Becoming an Active Learner
1. Prepare and be on time
a. Preview chapters and prepare questions. b. Have a positive attitude. c. Get to class a few minutes early, and have necessary materials with you when you get there. d. Practice the active lecture participation tips outlined below.
2. Take organized notes
a. Experiment with different styles of note taking b. Listen for main ideas. c. Learn to cope with professors who talk too fast
3. Review and clarify notes
Review your notes for at least 15 minutes within 24 hours of taking them, or you may forget up to 80 percent of what you learned. Review notes on a weekly basis as well, spending about 25-30 minutes per class at the end of the week to prepare for the new information you will be learning in the next week.
4. Prepare for the next lecture
Complete assignments (including reading) before the lecture they are assigned for. Not only will this make lecture more interesting, but you will also be able to identify main points more easily - since you will have an idea of what the information being presented is about.
Taking Notes for Science Class
The general idea of note taking is to divide your paper into two-columns. This system allows you to keep your notes organized, summarize the main points of a lecture quickly, and review for tests more efficiently. The Cornell Note-taking method can be used while reading a textbook or during a lecture.
How It Works:
On your paper, arrange columns in the following manner 1.
Record:
During the lecture, use the note-taking column to record the lecture using telegraphic sentences. A telegraphic sentence is a sentence that expresses a straightforward, no-frills idea or action.
2.
Questions
: As soon after class as possible, formulate questions based on the notes in the right-hand column. Writing questions helps to clarify meanings, reveal relationships, establish continuity, and strengthen memory. Also, the writing of questions sets up a perfect stage for exam-studying later.
3.
Recite:
Cover the note-taking column with a sheet of paper. Then, looking at the questions or cuewords in the question and cue column only, say aloud, in your own words, the answers to the questions, facts, or ideas indicated by the cue-words.
4.
Reflect
: Reflect on the material by asking yourself questions, for example: “What’s the significance of these facts? What principle are they based on? How can I apply them? How do they fit in with what I already know? What’s beyond them?
5.
Review:
Spend at least ten minutes every week reviewing all your previous notes. If you do, you’ll retain a great deal for current use, as well as, for the exam.
Study Habits and Technique
Successful goals are:
Attainable o Good example: “Getting at least a B on my next test.” o Bad example: “do good enough so I don’t have my PS3 taken away” Realistic o Good example: “Write my 10-page paper by next week.” o Bad example: “Write my 10-page paper by after dinner.” Specific o Good example: “Learn all the parts of the brain.” o Bad example: “understand the brain homework”
Topic Date
Cornell Notes youtube video https://www.youtube.com/wa tch?v=WtW9IyE04OQ
Note Taking Area Summary Area
Remediation Work for quiz
1. Draw a brain, like the one on your handout.
2. Label each of these parts: cerebrum, brain stem, cerebellum, frontal lobe, parietal lobe, occipital lobe, temporal lobe, and pituitary gland. 3. Define each of those eight parts of the brain.
4. Draw the heart, like the one in your book.
5. Label each of these parts: right atrium, right ventricle, left atrium, left ventricle, direction of blood flow from the body, to the lungs, back to the heart, and back to the body.
16 September A doctor concluded that taking a new herbal supplement reduced people's hay fever symptoms. Out of 100 patients with hay fever, 50 were given the supplement and 50 were not. The number of patients that experienced symptoms was recorded below.
Treatment
Supplement No supplement
Runny Nose
25 45
Itchy Eyes
10 30
Itchy Throat
30 35
Puffy Eyes
30 40
Stuffy Nose
20 45 Based on this data, which statement is most likely true?
A. The doctor’s conclusion is supported by the data.
B. The data is not relevant to the doctor’s conclusion.
C. The data does not support using herbal supplements to stay healthy.
D The doctor did not need to consider symptoms to support his conclusion.
Develop a hypothesis that could have been used to test this hypothesis & make a bar graph of the data.
Number